Bio

Dr. Pompei is a general internist and geriatrician with 20 years of clinical experience. After graduating from the University of Chicago’s Pritzker School of Medicine, he completed his residency in Internal Medicine at the University of North Carolina. He then pursued a research fellowship in General Internal Medicine at Cornell University where he focused on measures of co-morbidity and predictors of mortality. He returned to the University of Chicago and served as Fellowship Director in Geriatric Medicine and studied delirium in hospitalized patients. In 1993, he joined the faculty at Stanford where his work has included: Director of the Fellowship in Geriatric Medicine, associate program director for the Internal Medicine Residency, and quarter lead for the Practice of Medicine Course during the 2nd year. He is active in the work of the American Geriatrics Society’s efforts to infuse geriatric principles into the surgical disciplines, and he volunteers for AFS, an international program for high school student exchanges.

Clinical Focus

  • Internal Medicine

Academic Appointments

Administrative Appointments

  • Deputy Director, Increasing Geriatrics Expertise in non-Primary Care Specialties, American Geriatrics Society (1994 - Present)
  • Director, Fellowship Program in Geriatric Medicine, VA Palo Alto Health Care System (1995 - 2003)
  • Member, National Scientific Advisory Council, American Federation for Aging Research (1995 - 2000)
  • Member, Resident Review Committee, Stanford University Medical Center, Department of Medicine (1996 - 2009)
  • Member, Department of Medicine Intern Selection Committee, Stanford University Medical Center, Department of Medicine (1996 - 2009)
  • Member, Committee for Resident Training and Clinical Service, Stanford University Medical Center, Department of Medicine (1996 - 2009)
  • Medical Director, Lytton Gardens Health Care Center (1996 - Present)
  • Medical Director, Internal Medicine Clinic, Stanford University, Division of GIM (1997 - 2010)
  • Member, External Peer Review Committee, UC Davis, Academic Geriatric Resource Center (1998 - 2000)
  • Reviewer and Interviewer, Medical School Admissions Committee, Stanford University Medical Center, School of Medicine (1998 - Present)
  • Chair, Education Committee, American Geriatrics Society (2000 - 2004)
  • Member, Jahnigan Career Development Awards Review Committee, American Geriatrics Society (2000 - Present)
  • Member, Adverse Drug Committee, Stanford University Medical Center, Department of Medicine (2000 - 2012)
  • Associate Program Director, Medicine Residency Program, Stanford University School of Medicine (2000 - 2009)
  • Member, ITE/ABIM Questions Review Project, American Geriatrics Society (2003 - 2003)
  • Member, Test-Writing Committee/Recent Advances Self-Evaluation Process Module in Geriatric Medicine, American Board of Internal Medicine (2003 - 2003)
  • Member, Improving Doctoring for Elder Americans Task Force, Society of General Internal Medicine (2003 - 2004)
  • Member, Professional Education Executive Committee, American Geriatrics Society (2004 - 2008)

Honors & Awards

  • Phi Beta Kappa, The Johns Hopkins University (1973)
  • Alpha Omega Alpha, Pritzker School of Medicine (1977)
  • Fellow, American College of Physicians (1994)
  • Geriatrics Recognition Award, American Geriatrics Society (1999)
  • Henry J. Kaiser Family Foundation Award for Excellence in Clinical Teaching, Stanford University School of Medicine (2000)
  • General Internal Medicine Divisional Teaching Award, Stanford University School of Medicine (2001)
  • Department of Medicine Chief Resident Teaching Award, Stanford University School of Medicine (2003)
  • Department of Medicine David A. Rytand Clinical Teaching Award, Stanford University School of Medicine (2004)

Boards, Advisory Committees, Professional Organizations

  • member, American College of Physicians (1993 - Present)
  • member, American Geriatrics Society (1993 - Present)
  • member, Society of General Internal Medicine (1993 - Present)

Professional Education

  • Fellowship: New York Presbyterian at Cornell Geriatric Medicine Fellowship (1985) NY
  • Residency: University of North Carolina at Chapel Hill General Surgery Residency (1983) NC
  • Internship: University of North Carolina Internal Medicine Residency (1983) NC
  • Medical Education: Pritzker School of Medicine University of Chicago Registrar (1977) IL
  • Board Certification: American Board of Internal Medicine, Internal Medicine (1983)
  • Fellowship, NY Hosp-Cornell Medical College, General Internal Medicine (1983)
  • Residency, Univ North Carolina, Chapel Hill, Medicine (1983)
  • Resident, Univ North Carolina, Chapel Hill, General Surgery (1979)
  • BA, The Johns Hopkins University, Biochemistry (1973)
  • MD, Pritzker School of Medicine, Chicago, Medicine (1977)

Contact

  • Academic
    pompei@stanford.edu
    University - Staff Department: Med/Primary Care and Population Health Position: Clinical Professor
    • Hoover Pavilion
    • 211 Quarry Road, 3rd floor
    • Stanford,  California  94304 
    University - Affiliate Department: School of Medicine - Student Affairs
  • Clinical (Primary)  Stanford Internal Medicine 211 Quarry Rd Ste 305 MC 5987 Palo Alto, CA 94304 (650) 725-7078 (fax)

Additional Clinical Info

Additional Info

  • Mail Code: 5411

Current Research and Scholarly Interests

Geriatrics, Medical Education

2024-25 Courses

Graduate and Fellowship Programs

All Publications

  • Promoting student case creation to enhance instruction of clinical reasoning skills: a pilot feasibility study. Advances in medical education and practice Chandrasekar, H., Gesundheit, N., Nevins, A. B., Pompei, P., Bruce, J., Merrell, S. B. 2018; 9: 249-257

    Abstract

    It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction.Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions.Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student-faculty interaction and the use of visual aids (P < 0.05).The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student-faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills.

    View details for DOI 10.2147/AMEP.S155481

    View details for PubMedID 29692641

    View details for PubMedCentralID PMC5903478

  • Promoting student case creation to enhance instruction of clinical reasoning skills: a pilot feasibility study Advances in Medical Education and Practice Chandrasekar, H., Gesundheit, N., Nevins, A. B., Pompei, P., Bruce, J., Bereknyei Merrell, S. 2018; 2018 (9): 249-257

    Abstract

    It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction.Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions.Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student-faculty interaction and the use of visual aids (P < 0.05).The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student-faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills.

    View details for DOI 10.2147/AMEP.S155481

    View details for PubMedCentralID PMC5903478

  • Diabetes Mellitus in later life GENERATIONS-JOURNAL OF THE AMERICAN SOCIETY ON AGING Pompei, P. 2006; 30 (3): 39-44

    View details for Web of Science ID 000202985500007

  • Benefits of resident work hours regulation ANNALS OF INTERNAL MEDICINE Skeff, K. M., Ezeji-Okoye, S., Pompei, P., Rockson, S. 2004; 140 (10): 816-817

    View details for PubMedID 15148069

  • Safety of antidepressants in the elderly. Expert opinion on drug safety Sommer, B. R., Fenn, H., Pompei, P., DeBattista, C., Lembke, A., Wang, P., Flores, B. 2003; 2 (4): 367-383

    Abstract

    Until the 1980s, the two major classes of antidepressants, the tricyclics and the monoamine oxidase inhibitors (MAOIs), were effective but had severe side effects, requiring monitoring by psychiatrists. The past several years have brought new classes of antidepressants that are safer for the patient to take and far easier for the non-psychiatrist to prescribe. Whilst this is of enormous value, it leaves the physician with the dilemma of which one to prescribe. These new antidepressants cannot safely be used interchangeably. This paper will discuss each of the antidepressants presently available, with particular emphasis on safety in the elderly. Drug interactions, side effects and particular challenges to the older patient will be described. The authors will then advise a general strategy for prescribing antidepressants.

    View details for PubMedID 12904093

  • Osteoarthritis: What to look for, and when to treat it GERIATRICS Pompei, P., Clyman, B. B. 1996; 51 (8): 36-?

    View details for Web of Science ID A1996VC10000014

  • Effective learning of geriatric medicine - A challenge to clinical teachers JOURNAL OF GENERAL INTERNAL MEDICINE Skeff, K. M., Pompei, P., Stratos, G. A. 1996; 11 (7): 435-436

    View details for Web of Science ID A1996UZ98300011

    View details for PubMedID 8842938